Why Output? : Theoretical Claims and Empirical Evidence in SLA
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This paper examines the effectiveness of output on the second language acquisition in the light of theoretical claims and empirical evidence found in the previous studies. For theoretical claims of output, the current study explores a number of models mainly grounded in psycholinguistic and cognitive theories to provide better explanation of how functions of output are involved in second language acquisition. For empirical evidence to support the effectiveness of output, significant studies that dealt with the relative effects of input and output are reviewed. Major findings are 1) processes involved in language production are similar to but separate from those involved in language comprehension, 2) the process of language production involves not only a fixed outcome, but covert or overt self-monitoring of that outcome, which enables learners to engage in continuous tuning, feedback, and reorganization, 3) the relative effect of input and output instruction needs to be examined in the light of the importance of the methodological issues involved in experiments, and 4) the relative effect of input and output instruction should be compared with consideration of how both types of instruction are defined and operationalized. Pedagogical implications and further research direction are also discussed.
Abstract
This paper examines the effectiveness of output on the second language acquisition in the light of theoretical claims and empirical evidence found in the previous studies. For theoretical claims of output, the current study explores a number of models mainly grounded in psycholinguistic and cognitive theories to provide better explanation of how functions of output are involved in second language acquisition. For empirical evidence to support the effectiveness of output, significant studies that dealt with the relative effects of input and output are reviewed. Major findings are 1) processes involved in language production are similar to but separate from those involved in language comprehension, 2) the process of language production involves not only a fixed outcome, but covert or overt self-monitoring of that outcome, which enables learners to engage in continuous tuning, feedback, and reorganization, 3) the relative effect of input and output instruction needs to be examined in the light of the importance of the methodological issues involved in experiments, and 4) the relative effect of input and output instruction should be compared with consideration of how both types of instruction are defined and operationalized. Pedagogical implications and further research direction are also discussed.
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